| Criteria |
2
Meets
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1
Developing
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0
Not Present
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| Learner Outcomes |
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Connected to local curriculum, contains items focused on subject
areas being taught
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Identifies what students should know and be able to do after
completing the investigation
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Easily and reliably measured
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| Authentic Task |
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Matches the learner outcomes
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Meaningful, requires higher-level thinking skills
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Issue relevant to student
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Has opportunity for multiple solutions
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No predetermined or obvious course of action to produce a
solution
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Grade-level appropriate
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| Hook |
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Offers an authentic problem or issue that piques student curiosity
in the project (invitation to learn)
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Motivates students to come up with questions, concerns, issues,
hypotheses, or problem-solving suggestion; creates a need for them to
pursue the project investigation
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Offers an inviting, open-ended challenge
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| Student Direction |
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Provides opportunities for students to determine the topic,
aspect of topic, problem, or issue about topic to be investigated
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Provides opportunities for students to create a product to
reflect their learning; the student decides upon an appropriate product
that effectively matches his goal.
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Provides opportunities for students to ask and answer their
own questions related to the problem and issue
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Provides opportunities for individual students or groups of
students with similar interests to make their own choices for how to
proceed and engage at their own pace
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| Best Use of Technology |
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Students use the Internet for project research to find new
or frequently changing information or for information that is not easily
accessible via print resources.
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Students use technology to communicate with students in other
places. Collaborators have different skills, knowledge, experience,
perspective, data or geography than exists locally. Collaborators may
be sharing, analyzing, and synthesizing results or working on a joint product.
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Students use technology to communicate with experts. It would
not be feasible to communicate and collaborate with these experts without
the use of technology.
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Students use technology to publish original work to a wider
audience.
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| Assessment |
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Multiple and varied; performance-based; authentic
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Students are provided ongoing feedback through ongoing and
seamless assessments and individual conferences.
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Students have the opportunity to reflect on their own progress.
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Rubrics define a clear target and students have easy access to them.
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Assessment standards and tools are discussed, created, and
agreed upon. They are used by both teacher and students to judge and
report on the quality of their products and performance.
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|
Total Points Earned |
50 possible |
